Mathematics Problem Solving Scoring Guide

Emerging Developing Proficient Exemplary

Conceptual 1. Your mathematical representations 1. Your choice of forms to represent 1. Your choices of mathematical 1. Your choice of mathematical
Understanding of the problem were incorrect. the problem was inefficient or representations of the problem representations helped clarify
2. You used the wrong information in inaccurate. were appropriate. the problem’s meaning.
trying to solve the problem. 2. You used some but not all of the 2. You used all relevant 2. You uncovered hidden or
Key Question: Does
3. The mathematical procedures you relevant information from the information from the problem in implied information not readily
the student’s
used would not lead to a correct problem. your solution. apparent.
interpretation of the
solution. 3. The mathematical procedures you 3. The mathematical procedures 3. You chose mathematical
problem using
4. You used mathematical used would lead to a partially correct you chose would lead to a procedures that would lead to
mathematical
terminology incorrectly. solution. correct solution. an elegant solution.
representations and
4. You used mathematical terminology 4. You used mathematical 4. You used mathematical
procedures
imprecisely. terminology correctly. terminology precisely.
accurately reflect
the important
mathematics in the
problem?

Strategies and 1. Your strategies were not 1. You used an oversimplified 1. You chose appropriate, 1. You chose innovative and
appropriate for the problem. approach to the problem. efficient strategies for solving insightful strategies for solving
Reasoning
2. You didn’t seem to know where to 2. You offered little or no explanation the problem. the problem.
begin. of your strategies. 2. You justified each step of your 2. You proved that your solution
Key Question: Is 3. Some of your representations
3. Your reasoning did not support work. was correct and that your
there evidence that accurately depicted aspects of the
your work. 3. Your representation(s) fit the approach was valid.
the student problem.
4. There was no apparent task. 3. You provided examples and/or
proceeded from a 4. You sometimes made leaps in your
relationship between your 4. The logic of your solution was counterexamples to support
plan, applied logic that were hard to follow.
representations and the task apparent. your solution.
appropriate 5. Your process led to a partially
5. There was no apparent logic to 5. Your process would lead to a 4. You used a sophisticated
strategies, and complete solution.
your solution. complete, correct solution of approach to solve the problem.
followed a logical
6. Your approach to the problem the problem.
and verifiable
would not lead to a correct
process toward a
solution.
solution?

Northwest Regional Educational Laboratory

Mathematics and Science Education Center
 Emerging Developing Proficient Exemplary
Computation & 1. Errors in computation were serious 1. You made minor computational 1. Your computations were 1. All aspects of your solution
Execution enough to flaw your solution. errors. essentially accurate. were completely accurate.
2. Your mathematical representations 2. Your representations were 2. All visual representations were 2. You used multiple
Key Question: Given were inaccurate. essentially correct but not accurately complete and accurate. representations for verifying
the approach taken 3. You labeled incorrectly. or completely labeled. 3. Your solution was essentially your solution.
by the student, is the 4. Your solution was incorrect. 3. Your inefficient choice of procedures correct. 3. You showed multiple ways to
solution performed 5. You gave no evidence of how you impeded your success. 4. Your work clearly supported compute your answer.
in an accurate and arrived at your answer. 4. The evidence for your solution was your solution.
complete manner? inconsistent or unclear.

Communication 1. I couldn’t follow your thinking. 1. Your solution was hard to follow in 1. I understood what you did and 1. Your explanation was clear and
2. Your explanation seemed to places. why you did it. concise.
Key Question: Was I ramble. 2. I had to make inferences about what 2. Your solution was well 2. You communicated concepts
able to easily 3. You gave no explanation for your you meant in places. organized and easy to follow. with precision.
understand the work. 3. You weren’t able to sustain your 3. Your solution flowed logically 3. Your mathematical
student’s thinking 4. You did not seem to have a sense good beginning. from one step to the next. representations expanded on
or did I have to of what your audience needed to 4. Your explanation was redundant in 4. You used an effective format your solution.
make inferences and know. places. for communicating. 4. You gave an in-depth
guesses about what 5. Your mathematical representations 5. Your mathematical representations 5. Your mathematical explanation of your reasoning.
they were trying to did not help clarify your thinking. were somewhat helpful in clarifying representations helped clarify
do? your thinking. your solution.

© 2000
http://www.nwrel.org/msec
Insights 1. You were unable to recognize 1. You recognized some patterns and 1. You recognized important 1. You created a general rule or
patterns and relationships. relationships. patterns and relationships in formula for solving related
Key Question: Does 2. You found a solution and then 2. You found multiple solutions but not the problem. problems.
the student grasp stopped. all were correct. 2. You found multiple solutions 2. You related the underlying
the deeper structure 3. You found no connections to 3. Your solution hinted at a connection using different interpretations structure of the problem to
of the problem and other disciplines or mathematical to an application or another area of of the problem. other similar problems.
see how the process concepts. mathematics. 3. You connected your solution 3. You noted possible sources of
used to solve this process to other problems, error or ambiguity in the
problem connects it areas of mathematics or problem.
to other problems or applications. 4. Your connection to a real-life
“real-world” application was accurate and
applications? realistic.

© 2000
http://www.nwrel.org/msec